A Case Study On Cooperative Learning In Classroom Instruction Of Xiamen Keji Middle School

With the shift from teacher-centered to learner-centered classroom and from transmission-oriented to participatory or constructivist knowledge development, it's necessary for us to explore a proper and effective model for English classroom teaching in senior high school to take the place of the traditional foreign language teaching in China, from which students receive information passively and have almost no opportunities for output. Based on the theories of modern social psychology, educational sociology, cognitive psychology and modern educational technology, Cooperative learning makes full use of the dynamic elements in class and affords students more opportunity to interact and negotiate, helping to develop a range of congnitive, metacognitive and social, as well as linguistic skills. Taking group dynamic theory, developmental theory, constructivist learning theory and the second language acquisition theory as its theoretical bases and with my concrete teaching practice, I try to take the practice-theory-practice way to do the research on cooperative learning in middle school English teaching. The thesis classifies the approaches from four aspects: listening, speaking, reading and writing cooperative learning. I conduct a survey, a questionnaire a pre-test and a post-test. And from the data analysis I arrive at the following conclusion:The proper adoption of cooperative learning approach can arouse the students' interest in English learning and greatly improve students' language competence.